Educational Factors Influencing the Gender Difference in PISA 2012

Song, Miyoung; Hyunjung, Im; Rim, Haemee; Young, Park Hye; Ku, Jaok

doi:10.15854/jes.2015.12.46.4.99

Cited by 2 publications

(1 citation statement)

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“…Boys, less inclined towards reading and cultural engagements than girls (Ahn et al, 2023), may be more influenced by their community's cultural environment. For example, engaging in a diverse array of extracurricular creative activities has been notably beneficial, significantly boosting academic achievements among boys (Song et al, 2015).…”

Section: Intersecting Paths: Gender and District Contextmentioning

confidence: 99%

Gendered Pathways: How District Contexts Differentially Shape Educational Trajectories

Yu,

Lim,

Doo

2024

Preprint

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There are growing concerns about substantial socio-economic differences between districts, as well as gender achievement gaps in many developed nations. Yet, most previous studies have focused on a single ecological context, ignoring potential interactions between gender and district contexts. Moreover, prior estimates may be influenced by unmeasured differences between districts. In this study, we leverage within-district variation over six years within a multilevel framework to enhance our understanding of the contextual factors affecting student educational development. Our findings, derived from the nationally representative Seoul Educational Longitudinal Study linked to the Seoul Survey (2012 to 2017, N=2,373), indicate that boys benefit more from districts with higher levels of cultural satisfaction and social trustcompared to girls, beyond individual and school-level factors

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Section: Intersecting Paths: Gender and District Contextmentioning

confidence: 99%

Gendered Pathways: How District Contexts Differentially Shape Educational Trajectories

Yu,

Lim,

Doo

2024

Preprint

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Exploration of Korean Students’ Mathematics Achievement, School Climate, and Well-being in PISA 2018 Results

Cho¹,

Koo²

2020

Kor Soc Edu Stu Mathematics -J Edu Re Mathematics

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PISA　was implemented in 43 countries and economics in the first assessment. But now it has become a representative international comparative study as the number of participating countries and the interest in　PISA　results have increased. At the end of last year, the OECD announced the PISA 2018 results, and Korea recorded a high level of achievement, similar to the PISA 2015 results of the previous cycle. However, considering that the mean score of the PISA 2015 mathematics declined by 30 points compared to the PISA 2012 mathematics, it is necessary to interpret the PISA 2018 results by trend analysis on the percentage of the correct response and the proficiency in mathematics in addition to the comparison of the mean scores. Meanwhile, PISA provides indices of the educational context variables as well as the results of student achievement. Thus, this study outlined the results of the PISA 2018 mathematics domain, analyzed the trend of the percentage of correct answer by subcategory of mathematics framework and the results of school climate and student well-being by mathematics achievement level and also derived the implications for improving students’ achievement.

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Educational Factors Influencing the Gender Difference in PISA 2012

Cited by 2 publications

References 0 publications

Gendered Pathways: How District Contexts Differentially Shape Educational Trajectories

Gendered Pathways: How District Contexts Differentially Shape Educational Trajectories

Exploration of Korean Students’ Mathematics Achievement, School Climate, and Well-being in PISA 2018 Results

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